### Video Transcript

Reading and Writing 16 and 17

In this video, we’re going to learn
how to read, write, and model the numbers 16 and 17. Are you ready to learn some new
numbers? Well, whenever we do learn a new
number, it’s often a good idea to practice all the ones we already know. Then we can see where our new
number belongs, how it fits in with all the others. Let’s start by saying all the
numbers up to 10. We know these, don’t we? one, two,
three, four, five, six, seven, eight, nine, 10. One, two, three, four, five, six,
seven, eight, nine, 10.

But we also know some numbers after
10, don’t we? One more than 10 is 11. Two more than 10 is 12. And then after 12, we know some
teen numbers, don’t we? 13, 14, and 15. And we’ll stop there because this
video is about the two numbers that come after 15. We can count to 15, but what comes
next? The numbers we write next are
sixteen and then seventeen. These are the numbers we’re going
to be learning about in this video. Look at how we write both these
numbers as words. Can you see that both words have a
teen part on the end? They’re what we call teen numbers,
just like 13, 14, and 15.

And what can you see at the start
of each word? There’s the number six in sixteen
and the number seven in seventeen. And you know the numbers six and
seven can really help us understand more about sixteen and seventeen. Sixteen is six more than 10. So we could model it by showing 10
ones and then another six ones. We could use a bead string. So let’s start by saying 10 and
then count on another six. 10 and then 11, 12, 13, 14, 15,
16. 16 is 10 and then another six. And look how we write the number 16
as a number. It’s got two parts to it, doesn’t
it? There’s the number one followed by
a six. And so if we write a one and then a
six after it, we’ve written the number 16. Let’s write the number 16 on our
row of numbers at the top. One, two, three, four, five, six,
seven, eight, nine, 10, 11, 12, 13, 14, 15, 16.

Now let’s learn about the number
seventeen. Do you think this has got something
to do with the number seven at all? Yes, it does, because while sixteen
is six more than 10, seventeen is seven more than 10. This means we could model it by
showing 10 ones and then another seven ones. We used a bead string last
time. Let’s use something different. Let’s use these ten frames and some
counters. And because we know seventeen is
seven more than 10, we’re going to need 10 counters to begin with. There we are. A full ten frame is worth 10, and
here are seven more counters to count on. So we’ll start by saying 10 and
then 11, 12, 13, 14, 15, 16, 17. 17 is 10 and then another
seven. And did you notice how we write 17
as a number? We start with a one again, but the
number 17 has a seven after it. So if we begin with a one and then
write a seven, we’ve written the number 17.

Now that we can write 17 as a
number, should we add it to our numbers at the top? One, two, three, four, five, six,
seven, eight, nine, 10, 11, 12, 13, 14, 15, 16, 17. Now that we can read, write, and
model these two new numbers, it’s time to practice what we’ve learned. Let’s try answering some questions
that all to do with these numbers, 16 and 17.

Count the hats. Write a number to show how many
there are.

In the picture, we can see some
hats that we’ve got to count, and we need to write our answer as a number to show
how many there are. Before we start, can you see
anything interesting about the way that these hats have been arranged? Just like we often put counters
into ten frames to help us count and learn about numbers, we can see that these hats
have been put in ten frames too. Perhaps we can use this to help us
count them. What do you notice about the first
ten frame? It’s full, isn’t it? There are no gaps. How many hats do you think make up
a full ten frame? There must be 10 hats. That’s why we call this a ten
frame.

So in the picture, we can see 10
hats and then some more hats. How many more? One, two, three, four, five, six
more. The number of hats is six more than
10. What number is six more than
10? It’s time to count the hats. One, two, three — wait a
moment. We don’t have to start counting at
one, do we? We already know there are 10 hats
in this first ten frame. So why don’t we point to the first
ten frame and say 10 and then start counting from 10. 10, 11, 12, 13, 14, 15, 16. We’ve counted 16 hats
altogether. We can see that there are six more
than 10. And six more than 10 is 16.

Now, we know we write the number 16
using words as the number six followed by teen, sixteen. But our question asked us to write
the answer as a number. Do you remember how to write
sixteen as a number? Well, first, we need to write the
number one and then the number six. A one followed by a six is 16. We counted the hats and then we
wrote a number to show how many there are. There are 16 hats.

Are there 17 balloons?

In the picture, we can see some red
balloons, and our question asks about them. Did you notice there was a number
in our question? We write this number as a one
followed by a seven. And do you remember how to say this
number? You may have heard it said in the
question, if you’re listening carefully. It’s the number 17. And our question asks us, is this
how many balloons there are? Are there 17 balloons? The answer to this question is
either going to be yes or no. And there’s only one way to find
out. We need to count them. Now what do you notice about the
way these balloons have been shown? They’re inside two ten frames,
aren’t they?

And if we look carefully at the
first ten frame, we can see that it’s completely full. There are no gaps in our first ten
frame. This means it looks like there are
10 balloons in there. Should we count them? One, two, three, four, five, six,
seven, eight, nine, 10. We were right. A full ten frame means 10
balloons. Now how many more than 10 can we
see? In the second ten frame, there are
another one, two, three, four, five, six balloons. This is interesting because we’re
looking for 17 altogether, aren’t we? And one thing we know about the
number 17 is that it’s seven more than 10. But we’ve just counted six more
balloons than 10. It looks like we might not have 17
balloons. So far, we’ve got as far as 10.

So let’s say 10 and then carry on
counting for our six more balloons and see how far we get. So we’ll start with 10 and then 11,
12, 13, 14, 15, 16. Six more than 10 is 16 not 17. So when we’re asked, are there 17
balloons, we can say, no.

Count the flowers aloud and then
write the number.

The picture shows us some
flowers. And in this question, we need to
find out how many there are because we’re told to count the flowers aloud. In other words, instead of trying
to count in our heads, we need to say each number. Now some of these flowers look the
same. Can you think of a way to make sure
that we count all of the flowers but we don’t count any of them more than once? What if every time we count a
flower, we put a colored counter on top of it? Let’s start at the top and work our
way across. One, two, three, four, five, six,
seven, eight, nine, 10. This is interesting. There are more than 10 flowers. Did you think they were going to be
more than 10 when we started? Let’s carry on counting from
10. 11, 12, 13, 14, 15, 16.

We’ve covered up all the flowers
with counters. And we counted up to 16. Now we just need to write the
number. Do you remember how to write
16? Well, it’s got a six in it, but
this isn’t the first number that we write. We write a one and then a six,
16. We’ve counted the flowers out loud
to see how many there were. The number of flowers that there
are is 16.

Which number is shown by the
model? 15, 16, or 17.

In the picture, we can see a
model. In maths, when we talk about
models, we just mean a way of showing a number. And this way of showing a number
involves two ten frames and some counters. But what number does this model
show? Underneath, we’ve got three numbers
to choose from. Can you read them? 15, 16, and 17. These are all teen numbers, aren’t
they? And we get to each of these numbers
by counting to 10 and then counting some more. We know that the number 15 is five
more than 10. One, two, three, four, five, six,
seven, eight, nine, 10, 11, 12, 13, 14, 15. And if 15 is five more than 10, 16
must be six more than 10 and 17 must be seven more than 10.

Perhaps we could use what we know
about these numbers to help us answer the question. Let’s get back to our ten frame and
counters. What do you notice about them? Well, if we look at our first ten
frame to begin with, we can see there’s no space left on it. It’s a full ten frame. Do you remember how many counters a
ten frame holds? I’ll give you a clue; it’s not
called an eight frame or a nine frame, is it? We call it a 10 frame because it
holds 10. Our full ten frame shows the number
10.

But we can see some more counters
in the second ten frame. How many more than 10 are
there? We can see another one, two, three,
four, five, six, seven. So we can see 10 counters and then
seven more counters. Now which of our three numbers did
we say was the same as 10 and then seven more? It’s 17. We can check we’re right by
counting all the counters. 10 in the first ten frame and then
11, 12, 13, 14, 15, 16, 17. Our model shows 10 counters and
then seven more counters. And so we know the number shown by
the model is 17.

What have we learned in this
video? We have learned how to read, write,
and model the numbers 16 and 17.